Supporting refugee children

Hyder, Tina

doi:10.12968/prps.2001.1.26.40883

Cited by 4 publications

(5 citation statements)

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“…Consequently, a number of authors have drawn attention to the protective characteristics of early childhood programs and have highlighted the potential they have to strengthen refugee families and to promote resilience in children (Hayden, 1998;Hyder, 1998;Sims et al, 2000;Schulze, 2003;Tortorici Luna, 2003;Waniganayake, 2001).…”

Section: Introductionmentioning

confidence: 99%

Playgroups as Protective Environments for Refugee Children at Risk of Trauma

Jackson

2006

Australasian Journal of Early Childhood

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Refugee families in Australia generally have a dual challenge-dealing with past traumatic experiences while facing the struggles of integrating with a new and unfamiliar society. For children and their families who have experienced war-related trauma and disruption, the resettlement process is being referred to as 'secondary trauma' to highlight the problems refugees face under these circumstances (Fazel & Stein, 2002). This paper discusses the possible long-term effects of trauma and reports on a small study that investigated whether or not a supported playgroup used by refugee families in western Sydney could be considered a protective environment. Emerging evidence showed that, while families reported difficulties associated with resettlement, they experienced ongoing emotional support within the playgroup and developed new social networks which resulted in reduced levels of stress and anxiety. Children showed improvements in the home and playgroup environments which highlighted the significant role the group played in facilitating resilience.

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Section: Introductionmentioning

confidence: 99%

Playgroups as Protective Environments for Refugee Children at Risk of Trauma

Jackson

2006

Australasian Journal of Early Childhood

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“…Refugee parents/caregivers also experience many problems. The major outcome of this study is, therefore, that active involvement of parents in education promotes the learning of their children, and this is enhanced by the level of effort that schools exert (Hamilton, 2004; Hyder, 1998). Refugee parents themselves have experienced the same traumatic situation as their children, hence they need to be supported by the schools to support their children (Frater‐Mathieson, 2004; Hamilton, 2004).…”

Section: Resultsmentioning

confidence: 99%

Children's education and parental support in Jewi Refugee Camp, Ethiopia: Unraveling the challenges

Demissie

Boru

2022

Family Relations

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Objective In this study, we examined the situation of parents and caregivers of the refugee children in Jewi refugee camp with the aim of understanding the roles they play in the education of the children. Background Effective educational interventions benefit from parental engagement. This may be particularly the case for refugee children, who typically have had several traumatic experiences during the departure from their home country, while traveling to safer places, and then on arrival to a refugee camp. Methods A qualitative single case study approach was used to investigate this issue. Refugee primary school students, teachers, school principals, parents, and camp administrators were used as data sources. Individual and group interviews, observation, and document analysis were used to collect the data. Interpretive and narrative approaches were used for data analysis. Result The results of the study indicate that parental support for the learning of refugee children was low. The effort schools make to help parents, who themselves have experienced traumatic situations, engage in their children's education was found to be equally low. Conclusion There was a low level of awareness regarding the value of education, mainly because individuals had endured long periods of war in South Sudan, during which education was devalued and the educational infrastructure was devastated. Lack of awareness on children's right to education is expressed in failure to treat adopted children as equal to biological children. As a result, in this study, parents' engagement in the education of children was low. Implication There is a need to maximize local and international support to refugees to fulfill the basic needs of refugee children and their caregivers. Schools in refugee camps are responsible not only for providing education to students; their work should extend to providing supportive services to parents/guardians in their parenting practices at home. In addition, there should be continued effort to reunite children who are separated from their parents; implement comprehensive parenting strategies; and develop parent education programs.

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“…Asylum-seeking families may be dispersed at short notice to different areas of the country where they have no social or familial links. Poverty and lack of English-speaking skills may make access to early education services problematic (Hyder, 2001). Even when access to early childhood education was granted, there were tensions in language learning, stigma and a lack of appropriate cultural resources as found in Ireland, (Dolan & Sherlock, 2010) and in the United Kingdom (Whitmarsh, 2011).…”

Section: Introductionmentioning

confidence: 99%

“…Educational services that support children in their early years are beneficial and have a high return of investment by preventing long‐term difficulties (Bartlett & Smith, 2019). Early childhood education programs also represent an excellent opportunity for supporting acculturation and successfully integrating families into society (Hyder, 2001). Early childhood education programs can also be the key for parents' employment success and family self‐sufficiency, and thus an important goal of asylum‐seekers' integration.…”

Section: Introductionmentioning

confidence: 99%

‘The invisible babies’: Exploring the ecosystemic challenges and opportunities of childcare for undocumented asylum‐seeking infants and toddlers

Mayer

2022

Children & Society

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This paper examines the case of community daycares for undocumented children of asylum‐seeking families in Israel named the ‘Babysitters’. It explores how lack of support and national solutions for childcare leads to temporal and unregulated childcare solutions that may risk children's lives and development. Bronfenbrenner's Ecological Systems Theory is utilized in this paper to explore the challenges and opportunities of early childhood education for young children in asylum‐seeking families. The analysis reveals how the lack of clear policies, absence of national responsibilities, and existing societal barriers to early childhood education compelled asylum‐seeking parents in Israel to use the ‘Babysitters’ community daycares for infants and toddlers. Putative solutions that require policy change could help address youngsters' early childhood education needs in asylum‐seeking families and align with human rights and international treaties.

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Supporting refugee children

Cited by 4 publications

References 0 publications

Playgroups as Protective Environments for Refugee Children at Risk of Trauma

Playgroups as Protective Environments for Refugee Children at Risk of Trauma

Children's education and parental support in Jewi Refugee Camp, Ethiopia: Unraveling the challenges

‘The invisible babies’: Exploring the ecosystemic challenges and opportunities of childcare for undocumented asylum‐seeking infants and toddlers

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